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Title: An Assessment-Recognition Matrix for Analysing Institutional Practices in the Recognition of Open Learning
Authors: Witthaus, Gabi
Childs, Mark
Nkuyubwatsi, Bernard
Conole, Grainne
dos Santos, Andreia Inamorato
Punie, Yves
First Published: 27-Jan-2015
Citation: eLearning Papers, 2015, Issue 40, pp. 32-42
Abstract: This paper shares some of the findings of the OpenCred study, conducted by the Institute of Learning Innovation at the University of Leicester in collaboration with the European Commission’s Institute for Prospective Technological Studies (IPTS), and funded by the IPTS. It describes a range of initiatives by higher education and professional training institutions in Europe in which non-formal, open learning achievements are recognised. Recognition of learning is almost always conferred in consideration of the type of assessment used, and so a matrix has been developed to show the relationship between these two features. The vertical axis of the matrix comprises a five-level hierarchy of formality of recognition (from no recognition to full recognition in line with the European Credit Transfer and Accumulation System), while the horizontal axis represents a five-level hierarchy for robustness of assessment (from no assessment to formal examinations). Examples of European open education initiatives are discussed and plotted on the assessment-recognition matrix. The paper concludes with a summary of the tensions between the assessment procedures used and the recognition awarded, and offers recommendations for institutions wishing to evaluate the nature of recognition awarded to open learners. It also identifies further areas in which the framework could develop.
ISSN: 1887-1542
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2015. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License ( ), which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Appears in Collections:Published Articles, School of Education

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